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María del Carmen García-Mendoza,1 Susana Coimbra,2 Inmaculada Sánchez-Queija,1 Águeda Parra1 1Department of Developmental and Educational Psychology, Universidad de Sevilla, Seville, Spain; 2Department of Psychology, Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto, Porto, PortugalCorrespondence: Águeda Parra; Inmaculada Sánchez-Queija, Department of Developmental and Educational Psychology, Universidad de Sevilla, Calle Pirotecnia s/n, Sevilla, 41013, Spain, Tel +34955420527 ; +34955420528, Email aparra@us.es; queija@us.esBackground: Intergenerational solidarity between parents and emerging adult offspring requires more substantial attention at the present time. Changing demographic structures and transformations in family dynamics over recent decades have increased both opportunities and the need for parent-child interactions and exchanges of support and affection during emerging adulthood.Purpose: The study had two aims: first, to explore patterns in intergenerational solidarity in accordance with different sociodemographic characteristics of emerging adults; and second, to analyse associations between intergenerational solidarity and emerging adults’ psychological distress and satisfaction with life.Methods: Participants were 644 emerging adult university students from Southern Europe (Spain and Portugal), aged between 18 and 29 years, who completed a self-report questionnaire designed to assess variables linked to sociodemographic aspects (gender, country of residence, sexual orientation, living status, family income), intergenerational solidarity, psychological distress and satisfaction with life.Results: The results indicated some differences in intergenerational solidarity patterns in accordance with a range of sociodemographic characteristics. They also revealed significant associations between intergenerational solidarity dimensions and emerging adults’ satisfaction with life and psychological distress. Moreover, affective solidarity was found to fully mediate the relationship between associational, functional and normative solidarity and emerging adults’ adjustment. In the case of conflictual solidarity, affective solidarity was found to partially mediate the relationship between this dimension of intergenerational solidarity and emerging adults’ distress and to fully mediate the relationship between this same dimension and emerging adults’ satisfaction with life.Conclusion: The results indicate that it is important to take sociodemographic diversity into account when exploring relationships between emerging adults and their parents. They also suggest that affective solidarity acts as a protective factor in promoting emerging adults’ adjustment.Keywords: intergenerational solidarity, psychological distress, satisfaction with life, emerging adults, cross-cultural study

The dynamic field of scientific education, particularly in chemistry and biology, demands the implementation of innovative teaching strategies, driving the need for continuous research to enhance skills in both educators and students. This systematic literature review (SLR) delves into the evolving landscape of chemistry and biology education research, shedding light on key trends, strategies, and skills. Employing the PRISMA methodology, we scrutinized 81 papers to assess the employment of resources, technologies, and methods conducive to effective learning and research. Searches were conducted in the Scopus and Google Scholar databases, with inclusion criteria spanning English and Spanish studies from the last five years. The analysis reveals a notable shift in recent years, emphasizing the diversification of instructional approaches, integration of sustainable practices, and a heightened focus on fostering essential research skills for both educators and students. The study underscores the significant adaptation to digital tools and virtual environments, potentially influenced by the challenges posed by the COVID-19 pandemic. Remarkable findings include the growing importance of cognitive, social, and emotional competence in student development. This work provides valuable insights for educators, researchers, and policymakers cross-talking the dynamic intersection of teaching and research in chemistry and biology education.Systematic review registration: Identifier 001-RS-FCIC-PQB-UNACH-2023.

Drinking water treatment generates a high amount of pasty by-product known as drinking water treatment sludge (DWTS). The chemical composition, microstructure and rheological behavior of DWTS are of utmost importance in the calculation, design, optimization, commissioning and control of its treatment processes. The purpose of this research was to characterize the DWTS from the drinking water treatment plant of Marrakech (Morocco), aiming to help future researchers and engineers in predicting its hydrodynamic behavior. The first part of this study was devoted to the physical structure and the chemical composition of sludge. The second part was oriented towards the study of the mechanical properties; a penetration test and a rotational rheology test were performed. For the first test, a force–length penetration diagram was plotted in order to calculate the hardness, the cohesiveness and the adhesiveness of DWTS. For the second test, the shear stress and the apparent viscosity were plotted and fitted to five rheological models, as function of the shear rate, aiming to describe the rheological behavior of samples. The obtained results reveal that the drinking water treatment sludge from Marrakech is a porous, amorphous and highly adhesive material, with a shear-thinning (pseudoplastic) rheological behavior that can be described according to the Herschel–Bulkley model (better in low-rate stresses, R² = 0.98) or the Windhad model (better in high shear rates, R² = 0.96) and is mainly composed of silica, aluminum and iron oxides.

David Corredor-Orlandelli,1,* Santiago Sambracos-Parrado,1,* Santiago Mantilla-García,1 Josué Tovar-Tirado,1 Valentina Vega-Ramírez,1 Santiago David Mendoza-Ayús,1 Laura Catalina Peña,1 María Fernanda Leal,1 Juliana Rodríguez-Carrillo,1 Juanita León-Torres,1 Juan Mauricio Pardo-Oviedo,2 Katherine Parra Abaunza,3 Nora Contreras Contreras Bravo,1 Oscar Ortega-Recalde,1 Dora Janeth Fonseca Mendoza1 1Center for Research in Genetics and Genomics – CIGGUR, GENIUROS Research Group, School of Medicine and Health Sciences, Universidad Del Rosario, Bogotá, Colombia; 2School of Medicine and Health Sciences, Universidad del Rosario, Bogotá, Colombia; 3Hospital Universitario Mayor – Méderi, Universidad del Rosario, Bogotá, Colombia*These authors contributed equally to this workCorrespondence: Dora Janeth Fonseca MendozaCenter for Research in Genetics and Genomics (CIGGUR), GENIUROS Research Group, School of Medicine and Health Sciences, Universidad del Rosario, Cra 24 # 63C69, Bogotá, 112111, ColombiaTel/Fax +57 12920200Email dora.fonseca@urosario.edu.coBackground: Paraoxonase-1 (PON1), a glycoprotein associated with serum high-density lipoprotein (HDL), has a central role in metabolizing lipid peroxides, exhibiting antiatherogenic properties. The polymorphism p.Q192R has been previously associated with coronary artery disease (CAD) susceptibility and clopidogrel response.Purpose: We aimed at investigating the association of PON1 p.Q192R with CAD and clopidogrel response in Colombian population.Patients and Methods: The study was conducted among 163 patients diagnosed with CAD and treated with clopidogrel. The allele frequencies for the PON1 192Q and 192R alleles were determined in cases and Latin-American controls obtained from the public database gnomAD (n = 17,711). Response to clopidogrel was determined by assessing the platelet function using the INNOVANCE PFA-200 System. We determined the association between PON1 p.Q192R polymorphism, increased susceptibility to CAD and high on-treatment platelet reactivity (HPR) by using odds ratio (OR) and 95% confidence interval (CI) on four genetic models.Results: The allele frequencies for the PON1 192Q and 192R alleles were 0.60 and 0.40, respectively. The allele distribution was found to be statistically different from the control group and other ethnic groups. The allele 192R was positively associated with decreased susceptibility to CAD under a dominant model (OR, 0.58; 95% CI, 0.42– 0.8; P < 0.01). We found no association between the polymorphism and HPR.Conclusion: We propose that PON1 p.Q192R is a potentially useful marker for CAD susceptibility in the Colombian population and lacks association with HPR under clopidogrel treatment.Keywords: PON1, genetic risk, cardiovascular disease susceptibility, platelet reactivity, clopidogrel

Participating in advanced placement (AP) can improve high school students' cognitive and noncognitive outcomes. Despite nationwide efforts, including Arkansas's mandate for statewide AP access since 2003 and exam cost coverage since 2005, disparities in enrollment persist. Using multilevel modeling, we investigate the relation between student/school factors influencing AP enrollment and success. Female versus male (odds ratio [OR] = 1.68), Asian American versus White (OR = 1.90), identified-as-gifted (GT) versus nonidentified as gifted (OR = 1.58) had the highest enrollment odds. Students in the Free and Reduced Lunch program, English Language Learners, and Special education students face pronounced underrepresentation (OR = 0.62; 0.76; 0.10 respectively) to ever enroll in an AP class. Despite universal access across schools, AP enrollment is explained by school factors (proportion of FRL, GT, and student diversity). Our findings have implications to understand the critical intersectionality of student identities--socioeconomic status, language proficiency, and special education needs--influencing AP enrollment despite universal access.

The purpose of this article is to present the results of an exploratory analysis of the level of perceived achievement of the complex thinking competency in a group of engineering students in their last semester at a university in Western Mexico. Its intention is to identify whether this population has the necessary skills to be able to meet challenges and solve problems related to the demands of their future professional environments. Specifically, it seeks to identify their level in the meta-competency of creative or innovative thinking, considering it a valuable skill for Industry 4.0. Methodologically, a descriptive statistical analysis focused on arithmetic means, standard deviations, boxplot, principal components and biplot has been performed. In conclusion, and from the results, it is possible to appreciate that sufficient data were found to confirm that the participants show a high level of perception of creative thinking performance, making them more suitable to the contemporary challenges that Industry 4.0 implies for their professions.

A quality learning space provides students with an optimal environment for social relations, collaborative work and participation, thus fostering innovation and incorporating active methodologies. The aim of this study is to analyze whether the design of existing learning environments is suitable for incorporating innovation in classrooms. The methodology carried out in this study was quantitative and divided into two phases to carry out the analysis. The approach consisted of collecting data from a sample of 245 teachers using a questionnaire designed and validated by the researchers. The teachers perform their educational activity between the 3rd and 6th grades of primary school and are in educational centres in the autonomous city of Ceuta (Spain). The findings highlight the relevance that teachers believe the design of educational spaces should have in the teaching-learning process. Thus, the results show that there are significant differences with respect to age and professional experience in relation to the teacher's perception of infrastructure. Therefore, it is important to conclude by highlighting the consideration of the educational space as an essential element for the incorporation of methodological renewal in the classroom.

This article presents the findings of a comprehensive skills-and-competencies analysis conducted among incoming Engineering and Health Sciences freshmen at a leading technological university in Mexico. The primary objective was to determine whether these students possessed an ideal competency profile that would effectively prepare them to meet the evolving demands of their future professional training. The study focuses on evaluating complex thinking macro-competency, recognizing its critical importance in equipping individuals to tackle the multifaceted challenges and intricacies they will encounter in their academic and professional journeys. More precisely, this research focuses on the assessment of scientific thinking as a meta-competency of complex thinking macro-competency and considered a cornerstone competency essential for success in the fields of Engineering and Health Sciences. The statistically significant findings demonstrated marked disparities in the perception and development of complex thinking macro-competency and, specifically, in the meta-competency of scientific thinking among incoming students in the Engineering and Health Sciences domains, as opposed to their counterparts in Humanities and Social Science. This observation gains particular importance in the context of the requisite competency sets for career paths in Engineering and Health Sciences, accentuating the students' proficiency and preparedness to excel in their selected fields. These results emphasize the criticality of conducting competency assessments at early stages and advocate for the modification of educational methodologies to foster the specialized competencies vital for prospective success in these disciplines. The results are analyzed in terms of their suitability for aligning educational goals with the evolving demands of the Engineering and Health Sciences fields. Overall, this study centers on the fundamental aspects of education, highlighting its importance not only due to its relevance but also for its capacity to drive meaningful changes in the future landscape of higher education.

This article aims to show the results of implementing a training methodology in a group of participants within an intensive course on educational innovation. The motivation for this course was to promote innovative ideas that could be scaled into possible open educational entrepreneurship projects. Based on descriptive statistical analysis, that included a multivariate statistical analysis, an analysis of means and nonparametric tests of the data comparison of medians and ranges and Spearman's correlation, this article considered the SEL4C methodology, which was intended to support the ideation process and develop the participants' perceived achievement of social entrepreneurship and complex thinking competencies. The proposed methodology was validated to develop social innovation ideas even in a limited time and improved the participants' perception of achieving both competencies. This article contributes to the validation studies of this methodology and the academic approaches that seek efficient tools for acquiring and developing transdisciplinary competencies.

This paper reports a mixed-methods study at a public university in Colombia. It describes the classroom assessment practices and challenges of 75 novice foreign language teachers. To gather the quantitative data, the participants completed an online survey. For the qualitative data, 11 key informants participated in one-on-one online interviews. Findings revealed that novice teachers predominantly used summative assessment in the classroom and aligned their assessment instruments to large-scale tests. Moreover, novice teachers faced many challenges with classroom assessment, including determining how to assess their students, developing assessment instruments, and interpreting and using assessment scores to inform teaching and learning. In conclusion, novice teachers need more knowledge, skills, and support to handle daily assessment-related tasks.

This study used sequential exploratory, mixed-method research that explored the influence of authentic tasks on adult language learners' interactions in e-forums. The participants belonged to a blended-flipped program of English as a Foreign Language (EFL). E-Forum posting in the course aimed at encouraging beginner learners to exchange experiences; however, participation in the e-forums did not evolve into spontaneous interactions. Therefore, authentic tasks were designed and implemented in the e-forum. Data were gathered from learners' participation registers, surveys, and interviews and by executing a content-analysis procedure. After analyzing the data, one main category and three subcategories emerged. The main category showed that implementing authentic tasks on students' e-forums interactions led to the collaborative construction of a cognitive-social e-learning environment. The main category comprised three subcategories: (a) building a learning community by interweaving affective-communicative actions, (b) promoting an online learning environment through authenticity, and (c) moving from individual to collective knowledge construction. Findings suggest that the implementation of authentic tasks on e-forums: (a) increased learners' meaningful interactions mediated by social, cognitive, and teaching presences; (b) helped to construct significant and lifelong knowledge collectively; and (c) fostered a stronger learning community through participants' affective-communicative actions.

La mecánica de Lagrange permite modelar y simular las variables cinemáticas de máquinas, sistemas mecánicos o mecanismos complejos, su aplicación es general y se ha usado en máquinas agrícolas, robótica entre otros. En el caso del molino de martillos el foco se centra en el sistema tambor-martillo. Las características geométricas de los elementos del sistema y la velocidad de entrada fueron tomadas empleando instrumentos de medición. El modelado del sistema empleando la Mecánica de Lagrange permitió obtener ecuaciones diferenciales que describen la posición angular, velocidad angular y aceleración angular en función del tiempo y las variables conocidas. La evaluación numérica de estas mostró resultados acordes con las observaciones experimentales.

As a consequence of the climate change effects, the chemical composition of wine grapes is being altered, particularly the phenolic components. For this reason, the drought effect on the phenolic composition of an extensive group of white and red varieties grown under a semi-arid continental Mediterranean climate (La Mancha, Spain) was studied in the 2021 vintage. The study was based on the comparison of the phenolic compounds of minority varieties, using other widely cultivated varieties as a reference. The results obtained indicated that there are currently little-known varieties that can equal or even improve to other reference varieties in terms of phenolic composition. Such varieties may be a good alternative for maintaining wine quality in present and future climate change scenarios.

We present a review of higher education and education policy literature to understand better higher education institutions (HEIs) that serve sub-Saharan women in engineering. Our sub-Saharan women in engineering (SSAWE) literature-informed conceptual tool consists of five components to facilitate scholarly discussion about equity in higher education systems and facilitate interregional comparisons. The five components to study the educational experiences of women in engineering in this region include (1) a sociopolitical and historical national context for higher education policy, (2) critical discourse analysis of gender-based affirmative action policies, (3) enrollment and graduation data for female engineering students, (4) a longitudinal assessment of the employability of the engineering major, and (5) a qualitative campus climate survey of each country's flagship university. Our article introduces a conceptual investigation of the social, historical, and employment trends contextualizing engineering higher education in this region of Africa. We draw from existing literature about conceptual models predominantly used in higher education efforts toward undergraduate student success. When describing each SSAWE component, we include empirical and theoretical work that substantiates the need for each component and the benefits of the proposed methodology. More broadly speaking, this paper discusses how research employing the SSAWE framework could benefit key stakeholders who engage in policymaking. We suggest that sub-Saharan African universities should prioritize a regional comparative approach when designing support programs for underrepresented students in engineering. SSAWE will also generate more South-South comparisons that advance culturally situated analyses, contributing to higher education institutions' advancement and the minoritized populations they serve.